Under Pressure: Exploring School Leadership Changes Peri-COVID-19 and Post George Floyd Using an Abductive Approach

Autor/in	Su-Keene, Eleanor
Titel	Under Pressure: Exploring School Leadership Changes Peri-COVID-19 and Post George Floyd Using an Abductive Approach
Quelle	(2022), (156 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Florida Atlantic University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3635-3107-1
Schlagwörter	Hochschulschrift; Dissertation; Instructional Leadership; Educational Change; COVID-19; Pandemics; Racism; Principals; School Safety; Health Services; Death; Humanization; Educational Policy; Educational Practices; Crisis Management + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsreform; Rassismus; Principal; Schulleiter; Health service; Gesundheitsdienst; Gesundheitswesen; Sterbefall; Tod; Todesfall; Humanisierung; Politics of education; Bildungspolitik; Bildungspraxis; Krisenmanagement
Abstract	In the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to COVID-19 and the murder of George Floyd and the pressures of this crisis context. Guided by multiple contextual lenses and theoretical frameworks, this study used an abductive analysis approach to uncover surprising and anomalous data to build renewed understandings in educational leadership. In doing so, I discovered elements of healthcare and sensemaking around life and death that led to the integration of a healthcare humanization framework. Together, this study found that principals adopted new or shifted roles and identities that focused on humanizing practices. Principals became first responders; mediators of health, political, and humanizing communications; needs-based leaders; civil rights leaders; and leaders who sought agency by supporting others in uncontrollable situations. These changes were embedded in systems that remained acontexual and dehumanistic that created tensions for leaders to navigate. These findings supported the early developments of a humanizing leadership peri-crisis framework to elucidate leaders' responses in crisis contexts particularly when loss is imminent. This research is significant because the literature on theoretical frameworks for crisis school leadership is small and even fewer studies have operationalized humanizing school leadership practices. Recommendations based on the findings are also proposed for researchers, practitioners, and policy-makers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01